School Establishment Quotes

The public has a distorted view of science because children are taught in school that science is a collection of firmly established truths. In fact, science is not a collection of truths. It is a continuing exploration of mysteries.

It doesn’t matter how many schools the Nazis close, he would say to them. Each time someone stops to tell a story and children listen, a school has been established.

A NATION'S GREATNESS DEPENDS ON ITS LEADER To vastly improve your country and truly make it great again, start by choosing a better leader. Do not let the media or the establishment make you pick from the people they choose, but instead choose from those they do not pick. Pick a leader from among the people who is heart-driven, one who identifies with the common man on the street and understands what the country needs on every level. Do not pick a leader who is only money-driven and does not understand or identify with the common man, but only what corporations need on every level. Pick a peacemaker. One who unites, not divides. A cultured leader who supports the arts and true freedom of speech, not censorship. Pick a leader who will not only bail out banks and airlines, but also families from losing their homes -- or jobs due to their companies moving to other countries. Pick a leader who will fund schools, not limit spending on education and allow libraries to close. Pick a leader who chooses diplomacy over war. An honest broker in foreign relations. A leader with integrity, one who says what they mean, keeps their word and does not lie to their people. Pick a leader who is strong and confident, yet humble. Intelligent, but not sly. A leader who encourages diversity, not racism. One who understands the needs of the farmer, the teacher, the doctor, and the environmentalist -- not only the banker, the oil tycoon, the weapons developer, or the insurance and pharmaceutical lobbyist. Pick a leader who will keep jobs in your country by offering companies incentives to hire only within their borders, not one who allows corporations to outsource jobs for cheaper labor when there is a national employment crisis. Choose a leader who will invest in building bridges, not walls. Books, not weapons. Morality, not corruption. Intellectualism and wisdom, not ignorance. Stability, not fear and terror. Peace, not chaos. Love, not hate. Convergence, not segregation. Tolerance, not discrimination. Fairness, not hypocrisy. Substance, not superficiality. Character, not immaturity. Transparency, not secrecy. Justice, not lawlessness. Environmental improvement and preservation, not destruction. Truth, not lies. Most importantly, a great leader must serve the best interests of the people first, not those of multinational corporations. Human life should never be sacrificed for monetary profit. There are no exceptions. In addition, a leader should always be open to criticism, not silencing dissent. Any leader who does not tolerate criticism from the public is afraid of their dirty hands to be revealed under heavy light. And such a leader is dangerous, because they only feel secure in the darkness. Only a leader who is free from corruption welcomes scrutiny; for scrutiny allows a good leader to be an even greater leader. And lastly, pick a leader who will make their citizens proud. One who will stir the hearts of the people, so that the sons and daughters of a given nation strive to emulate their leader's greatness. Only then will a nation be truly great, when a leader inspires and produces citizens worthy of becoming future leaders, honorable decision makers and peacemakers. And in these times, a great leader must be extremely brave. Their leadership must be steered only by their conscience, not a bribe.

the greatest men that ever live pass away unknown. they put forth no claims for themselves, establish no schools of systems in their name. they never create or stir but just melt down into love

Your first job in every confrontation is to establish your opponent’s weakness. Strategy starts with weak spots.

Every child of God is not called by the Lord to establish schools and orphan houses and to trust in the Lord for means for them. Yet, there is no reason why you may not experience, far more abundantly than we do now, His willingness to answer the prayers of His children.

Schooling is certainly not a great proxy for knowhow and knowledge, since it is by definition a measure of the time spent in an establishment, not of the knowledge embodied in a person’s brain.

The tenth plank in Karl Marx's Manifesto for destroying our kind of civilization advocated the establishment of "free education for all children in public schools." There were several reasons why Marx wanted government to run the schools.…one of them [was that] ‘It is capable of exact demonstration that if every party in the State has the right of excluding from public schools whatever he does not believe to be true, then he that believes most must give way to him that believes least, and then he that believes least must give way to him that believes absolutely nothing, no matter in how small a minority the atheists or agnostics may be.’ It is self-evident that on this scheme, if it is consistently and persistently carried out in all parts of the country, the United States system of national popular education will be the most efficient and widespread instrument for the propagation of atheism which the world has ever seen.

War has been the necessary and inevitable consequence of the establishment of a monopoly on security.

Equality doesn’t exist in nature and therefore can be established only by force. He who wants geographic equality has to dynamite mountains and fill up the valleys. To get a hedge of even height one has to apply pruning shears. To achieve equal scholastic levels in a school one would have to pressure certain students into extra hard work while holding back others.

Those Who From Heaven To Earth Came". They landed on Earth, colonized it, mining the Earth for gold and other minerals, establishing a spaceport in what today is the Iraq-Iran area, and lived in a kind of idealistic society as a small colony. They returned when Earth was more populated and genetically interfered in our indigenous DNA to create a slave-race to work their mines, farms, and other enterprises in Sumeria, which was the so-called Cradle of Civilization in out-dated pre-1980s school history texts. They created Man, Homo Sapiens, through genetic manipulation with themselves and ape man Homo Erectus.

I have always been dismayed by the West’s failure—or unwillingness—to recognize that establishing secular schools that offer children a balanced and nonextremist form of education is probably the cheapest and most effective way of combating this kind of indoctrination.

In spite of all the progress we seem to have made, human emotions stay the same. Deep inside our hearts, we don’t change very much. This poem was written two thousand years ago or more. It’s from a time long before the quatrains and other formal styles you’ve learned in school were established. And yet, even today, we can understand the feelings of people from that time. You don’t need education or scholarship for that. These feelings can be understood by anybody, I think.

The business of scepticism is to be dangerous. Scepticism challenges established institutions. If we teach everybody, including, say, high school students, habits of sceptical thought, they will probably not restrict their scepticism to UFOs, aspirin commercials and 35,000-year-old channellees. Maybe they’ll start asking awkward questions about economic, or social, or political, or religious institutions. Perhaps they’ll challenge the opinions of those in power. Then where would we be?

School life is like being on a monkey mountain...monkeys in the same gang constantly fight and get back together again...and a hierarchy gets established.

Something as superfluous as "play" is also an essential feature of our consciousness. If you ask children why they like to play, they will say, "Because it's fun." But that invites the next question: What is fun? Actually, when children play, they are often trying to reenact complex human interactions in simplified form. Human society is extremely sophisticated, much too involved for the developing brains of young children, so children run simplified simulations of adult society, playing games such as doctor, cops and robber, and school. Each game is a model that allows children to experiment with a small segment of adult behavior and then run simulations into the future. (Similarly, when adults engage in play, such as a game of poker, the brain constantly creates a model of what cards the various players possess, and then projects that model into the future, using previous data about people's personality, ability to bluff, etc. The key to games like chess, cards, and gambling is the ability to simulate the future. Animals, which live largely in the present, are not as good at games as humans are, especially if they involve planning. Infant mammals do engage in a form of play, but this is more for exercise, testing one another, practicing future battles, and establishing the coming social pecking order rather than simulating the future.)

So here's the deal: I speak up in class, I get sent to office. Megan speaks up in class, she's a "strong, assertive model student."I post a few flyers saying that the vending machines on school property are a sign that our school has sold out to corporate-industrial establishment, I get (what else?) Saturday detention. Megan starts a campaign to serve local foods in the lunchroom (oh, and can we please maybe get rid of the soda machines?) and the local newspaper does a write-up about her. She's like me, only not. Not like me at all. She's the golden girl and I'm...tarnished. So forgive me if I hate her a little.

The thing that really is trying to tyrannize through government is Science. The thing that really does use the secular arm is Science. And the creed that really is levying tithes and capturing schools, the creed that really is enforced by fine and imprisonment, the creed that really is proclaimed not in sermons but in statues, and spread not by pilgrims but by policemen—that creed is the great but disputed system of thought which began with Evolution and has ended in Eugenics. Materialism is really our established Church; for the government will really help it to persecute its heretics…I am not frightened of the word ‘persecution’…It is a term of legal fact. If it means the imposition by the police of a widely disputed theory, incapable of final proof—then our priests are not now persecuting, but our doctors are.

Nowhere was the complacency of the establishment, with its blind faith in progress, more evident than in its attitude toward an elite degree: as long as my child goes to the right schools, upward mobility will continue. A university education had become the equivalent of a very expensive insurance policy, like owning a gun.

These days, many well-meaning school districts bring together teachers, coaches, curriculum supervisors, and a cast of thousands to determine what skills your child needs to be successful. Once these "standards" have been established, pacing plans are then drawn up to make sure that each particular skill is taught at the same rate and in the same way to all children. This is, of course, absurd. It gets even worse when one considers the very real fact that nothing of value is learned permanently by a child in a day or two.

Once compulsory systems of state-run schools were established, they became increasingly standardized, both in content and in method. For the sake of efficiency, children were divided into separate classrooms by age and passed along, from grade to grade, like products on an assembly line. The task of each teacher was to add bits of officially approved knowledge to the product, in accordance with a preplanned schedule, and then to test that product before passing it on to the next station.

We need to note this important point: A divine inspiration can disturb us to begin with, but to the extent that we do not refuse it, but open ourselves to it and consent to it, little by little it will establish peace in us.

It doesn’t matter how many schools the Nazis close, he would say to them. Each time someone stops to tell a story and children listen, a school has been established.

Each time someone stops to tell a story and children listen, a school has been established.

Genuine and lasting friendship is possible, but it is not easy to achieve. If all of us could establish a long lasting friendship, many mature people would still have old friends from their school days.

On my way home that evening I felt an effervescence of spirit which built up inside me until I felt like shouting out loud for the sheer hell of it. The school, the children, Weston, the grimy fly-infested street through which I hurried - none of it could detract from the wonderful feeling of being employed. At long last I had a job, and though it promised to tax my capabilities to the full, it offered me the opportunity - wonderful word - of working on terms of dignified equality in an established profession.

What counts as social infrastructure? I define it capaciously. Public institutions such as libraries, schools, playgrounds, parks, athletic fields, and swimming pools are vital parts of the social infrastructure. So too are sidewalks, courtyards, community gardens, and other green spaces that invite people into the public realm. Community organizations, including churches and civic associations, act as social infrastructures when they have an established physical space where people can assemble, as do regularly scheduled markets for food, furniture, clothing, art, and other consumer goods. Commercial establishments can also be important parts of the social infrastructure, particularly when they operate as what the sociologist Ray Oldenburg called "third spaces," places (like cafes, diners, barbershops, and bookstores) where people are welcome to congregate and linger regardless of what they've purchased.

In many schools today, the phrase "computer-aided instruction" means making the computer teach the child. One might say the computer is being used to program the child. In my vision, the child programs the computer and, in doing so, both acquires a sense of mastery over a piece of the most modern and powerful technology and establishes an intimate contact with some of the deepest ideas from science, from mathematics, and from the art of intellectual model building.

The thought of the Gita is not pure Monism although it sees in one unchanging, pure, eternal Self the foundation of all cosmic existence, nor Mayavada although it speaks of the Maya of the three modes of Prakriti omnipresent in the created world; nor is it qualified Monism although it places in the One his eternal supreme Prakriti manifested in the form of the Jiva and lays most stress on dwelling in God rather than dissolution as the supreme state of spiritual consciousness; nor is it Sankhya although it explains the created world by the double principle of Purusha and Prakriti; nor is it Vaishnava Theism although it presents to us Krishna, who is the Avatara of Vishnu according to the Puranas, as the supreme Deity and allows no essential difference nor any actual superiority of the status of the indefinable relationless Brahman over that of this Lord of beings who is the Master of the universe and the Friend of all creatures. Like the earlier spiritual synthesis of the Upanishads this later synthesis at once spiritual and intellectual avoids naturally every such rigid determination as would injure its universal comprehensiveness. Its aim is precisely the opposite to that of the polemist commentators who found this Scripture established as one of the three highest Vedantic authorities and attempted to turn it into a weapon of offence and defence against other schools and systems. The Gita is not a weapon for dialectical warfare; it is a gate opening on the whole world of spiritual truth and experience and the view it gives us embraces all the provinces of that supreme region. It maps out, but it does not cut up or build walls or hedges to confine our vision.

The fundamental tension of the profession is the struggle between bold advocacy of the client's interests and the need to establish and hold to limits that prevent advocacy from leading to irrational and inequitable results; and thus the lawyer's job in practice is to be on one hand the impassioned representative of his client to the world, and on the other the wise representative to his client of the legal system, and the society, explaining and upholding the demands and restrictions which that system places on them both.

No fact is more firmly established than that lying is a necessity of our circumstances--the deduction that it is then a Virtue goes without saying. No virtue can reach its highest usefulness without careful and diligent cultivation--therefore, it goes without saying that this one ought to be taught in the public schools--even in the newspapers. What chance has the ignorant uncultivated liar against the educated expert?

The explorer for truth must first declare his independence. He must establish his observatory on hills of his own; he must establish it above the imaginary high planes of rulers, kings, professors of schools of all kinds and denominations. He must be the Czar of his own mental empire.

For me the poem and the poetry open mic isn’t about competition and it never will be. Honestly? It's wrong. The open mic is about 1 poet, one fellow human being up on a stage or behind a podium sharing their work regardless of what form or style they bring to it. In other words? The guy with the low slam score is more than likely a far better poet-writer than the guy who actually won. But who are you? I ? Or really anyone else to judge them? The Poetry Slam has become an overgrown, over used monopoly on American literature and poetry and is now over utilized by the academic & public school establishments. And over the years has sadly become the "McDonalds Of Poetry". We can only hope that the same old stale atmosphere of it all eventually becomes or evolves into something new that translates to and from the written page and that gives new poets with different styles & authentic voices a chance to share their work too.

A man is sufficiently condemned if it can only be shown that either in politics or religion he does not belong to some new school established within the last score of years. He may then regard himself as rubbish and expect to be carted away. A man is nothing now unless he has within him a full appreciation of the new era, an era in which it would seem that neither honesty nor truth is very desirable, but in which success is the only touchstone of merit. We must laugh at everything that is established. Let the joke be ever so bad, ever so untrue to the real principles of joking; nevertheless we must laugh—or else beware the cart.

The question of 'nationalizing' a people is first and foremost one of establishing healthy social conditions which will furnish the grounds that are necessary for the education of the individual. For only when family upbringing and school education have inculcated in the individual a knowledge of the cultural and economic and, above all, the political greatness of his own country - then, and then only, will it be possible for him to feel proud of being a citizen of such a country.

The challenge to which these two groups responded was the interdependence of human kind, North and South, Rich and Pool, Industrialised and Rural, in the aftermath of the Second World War. To the United World College group it called for the establishment of a new kind of school where young people of all nations and backgrounds could live and learn together at the most formative period of their adolescence and so form those ties of friendship and understanding that would last them through their lives

They climbed the wide stairways. Their footsteps echoed and echoed through the house. "What on earth will you be doing with something so large?" said Mum. "I shall live in it with my servants, of course," said Mina. "Or I shall establish a school." "A school, my lady?" "Yes. A school for the writing of nonsense and the pursuit of extraordinary activities.

But what about high school? How do you establish reading pleasure in busy, screen-loving teenagers—and in particular, pleasure in reading serious work? Is it still possible to raise teenagers who can’t live without reading something good? Or is that idea absurd? And could the struggle to create such hunger have any effect on the character of boys and girls?

His school had been so committed to establishing equality that the staff told a pupil he or she had done well only if they could tell every other member of the class the same thing.

He firmly believed that football, like other sports, used blacks, exploited them and then spit them out once their talents as running backs or linebackers or wide receivers had been fully exhausted. For a few lucky ones, that moment might not come until they were established in the pros. For others, it might come at the end of college. For most, it would all end in high school.

In the same way, the establishment US media painted America as a decaying, racist, predatory capitalist realm unable to provide medical care for the poor, rebuild her “crumbling schools,” or replace the “shuttered mills that once provided a decent life for men and women of every race,”5 and promised all this could be changed by redistributing the country’s wealth. That also was a disinformation campaign.

The trouble with purging the school curriculum of religious knowledge is that ultimate questions cannot be answered without reference to religious beliefs or at least to philosophy. With religion expelled from the schools, a clear field was left for the entrance of the mode of belief called humanitarianism, or secular humanism--the latter a term employed by the cultural historian Christopher Dawson. During the past four decades and more, the place that religion used to hold in American schooling, always a rather modest and non-dogmatic place, has been filled by secular humanism. Its root principle is that human nature and society may be perfected without the operation of divine grace. . . . In his book A Common Faith (1934), [John] Dewey advocated his brand of humanism as a religion. "Here are all the elements for a religious faith that shall not be confined to sect, class, or race," he wrote. "Such a faith has always been implicitly the common faith of mankind. It remains to make it explicit and militant." Much more evidence exists to suggest that humanitarianism, or secular humanism, should be regarded in law as a religion, with respect to both establishment and free exercise in the First Amendment. It is this non-theistic religion, hostile to much of the established morality and many existing American institutions, that has come close to being established as a "civil religion" in American public schools.

If a good system of agriculture, unrivaled manufacturing skill, a capacity to produce whatever can contribute to either convenience or luxury, schools established in every village for teaching reading, writing, and arithmetic, the general practice of hospitality and charity amongst each other, and above all, a treatment of the female sex full of confidence, respect, and delicacy, are among the signs which denote a civilized people – then the Hindus are not inferior to the nations of Europe, and if civilization is to become an article of trade between England and India, I am convinced that England will gain by the import cargo.

Universal education through schooling is not feasible. It would be no more feasible if it were attempted by means of alternative institutions built on the style of present schools. Neither new attitudes of teachers toward their pupils nor the proliferation of educational hardware or software (in classroom or bedroom), nor finally the attempt to expand the pedagogue's responsibility until it engulfs his pupils' lifetimes will deliver universal education. The current search for new educational funnels must be reversed into the search for their institutional inverse: educational webs which heighten the opportunity for each one to transform each moment of his living into one of learning, sharing, and caring. We hope to contribute concepts needed by those who conduct such counterfoil research on education--and also to those who seek alternatives to other established service industries.

Too often, those who denigrate the liberal arts are in reality advocating for nothing less than turning colleges into trade schools. Art history majors always take the cheap shots here, even though many people don’t realize that a lot of art history majors go on to some pretty lucrative careers. In any case, I don’t want to live in a civilization where there are no art history majors or, for that matter, film studies, philosophy, or sociology majors.

The foretelling, Elias,” the Augur says. “The future given to the Augurs in visions. That is the reason we built this school. That is the reason you are here. Do you know the story?” The story of Blackcliff’s origin was the first thing I learned as a Yearling: Five hundred years ago, a warrior brute named Taius united the fractured Martial clans and swept down from the north, crushing the Scholar Empire and taking over most of the continent. He named himself Emperor and established his dynasty. He was called the Masked One, for the unearthly silver mask he wore to scare the hell out of his enemies. But the Augurs, considered holy even then, saw in their visions that Taius’s line would one day fail. When that day came, the Augurs would choose a new Emperor through a series of physical and mental tests: the Trials. For obvious reasons, Taius didn’t appreciate this prediction, but the Augurs must have threatened to strangle him with sheep gut, because he didn’t make a peep when they raised Blackcliff and began training students here. And here we all are, five centuries later, masked just like Taius the First, waiting for the old devil’s line to fail so one of us can become the shiny new Emperor. I’m not holding my breath. Generations of Masks have trained and served and died without a whisper of the Trials. Blackcliff may have started out as a place to prepare the future Emperor, but now it’s just a training ground for the Empire’s deadliest asset. “I know the story,” I say in response to the Augur’s question. But I don’t believe a word of it, since it’s mythical horse dung.

Bob is talking about alternative people. Alternative beliefs and outlooks, alternative business and politics, alternative lifestyles and healthcare. alternative foods and fabrics, alternative child-rearing and schooling, alternative fuels and energies—alternative everything, basically, but not very alternative. These are alternatives within the established paradigm. not alternatives to it: a subherd running in parallel to the main body. Rather than detaching from their ego structures, alternative people merely reshape them along more heart-felt and self-centric lines, their multivarious goals and ideals reducing to personal happiness via the removal, avoidance and denial of unhappiness.

the case of Askone twenty years ago. First they were sold some of your goods and then your people asked for complete freedom of missionary effort in order that the goods might be run properly; that Temples of Health be set up. There was then the establishment of religious schools; autonomous rights for all officers of the religion and with what result? Askone is now an integral member of the Foundation’s system and the Grand Master cannot call his underwear his own.

Of course this happens when a classic text ‘works’ as a classic, that is when it establishes a personal relationship with the reader. If there is no spark, the exercise is pointless: it is no use reading classics out of a sense of duty or respect, we should only read them for love. Except at school: school has to teach you to know, whether you like it or not, a certain number of classics amongst which (or by using them as a benchmark) you will later recognise ‘your’ own classics

Our parents invested in the future, ours as well as theirs, through their taxes. They invested their tax money in the interstate highway system, the Internet, the scientific and medical establishments, our communications system, our airline system, the space program. They invested in the future, and we are reaping the tax benefits, the benefits from the taxes they paid. Today we have assets-highways, schools and colleges, the Internet, airlines-that come from the wise investments they made.

Not every investment requires money. As the girls in this book have shown, they want to know that people care about them and their well-being. They want to be seen and acknowledged for who they are and what they can contribute to the learning environment. Our collective community can respond to their needs by being there for them. But many schools around the country have also established girls’ groups as a way to provide encouragement for girls simply by convening them in regular conversation and sisterhood check-ins. These are good ways to facilitate conversation and to launch the next level of investment—one that does require financial resources. Join efforts to raise awareness about the conditions of Black girls in the racial justice movement.

The attempt to establish this separate Muslim identity is growing more and more intense, with persistent pressure for official recognition of Islamic family law, the rise of a de facto parallel Islamic legal system not recognised by the state, demands for highly politicised Islamic dress codes, prayer meetings or halal food to be provided by schools and other institutions, and so on. No other minority attempts to impose its values on the host society like this. Behind it lies the premise that Islamic values trump British ones,

In brief, the teaching process, as commonly observed, has nothing to do with the investigation and establishment of facts, assuming that actual facts may ever be determined. Its sole purpose is to cram the pupils, as rapidly and as painlessly as possible, with the largest conceivable outfit of current axioms, in all departments of human thought—to make the pupil a good citizen, which is to say, a citizen differing as little as possible, in positive knowledge and habits of mind, from all other citizens. In other words, it is the mission of the pedagogue, not to make his pupils think, but to make them think right, and the more nearly his own mind pulsates with the great ebbs and flows of popular delusion and emotion, the more admirably he performs his function. He may be an ass, but this is surely no demerit in a man paid to make asses of his customers.

...The economic right was shrewd enough to understand that the issues they didn't care much about--abortion, gay rights, creationism--did matter to liberals, and that those culture wars drew off political energy from the left that might otherwise have fueled complaints and demands about the reconstructed political economy. And Establishment Republicans could keep reassuring themselves that when push came to shove, their culture-warrior political partners didn't ever actually wind, that abortion was still legal, gay and lesbian rights expanded, creationism kept out of the public school curricula.

According to a well-known hieroglyphic inscription, the tribes of Israel were a significant, established presence in Canaan no later than 1212 BC. There is a vast body of archaeological evidence that demonstrates the ancient Israelite/Jewish presence in Israel/Judea as far back as 925 BC.18 This historical presence is verified in the ancient records of the Egyptian, Assyrian, Babylonian, Persian, Greek, Roman, Byzantine, and Muslim empires. The Arab conquest did not occur until AD 638. An exercise in elementary arithmetic reveals that the Jewish people were there eighteen and one-half centuries before the arrival of the Arabs. Despite being conquered many times, the Jewish people have had a constant, uninterrupted presence in the land of Israel for over thirty centuries. The Arabs and Islam have been there less than fourteen centuries. It has conveniently been forgotten that the Jews and Christians were there first. Furthermore, in the thirty centuries preceding the establishment of the State of Israel in 1948, there have been only two periods when there was an independent, internationally recognized state in the area that now comprises Israel. Both of them were Jewish states. Even when this land was part of the Arab empire (AD 638 through AD 1099), there was never an independent Arab state in ‘Palestine,’ by that name or any other. No wonder the Arabs are donating millions of dollars to U.S. colleges for Middle Eastern schools of study. They have a lot of hard historical evidence to rewrite in the young minds of students.

If you were born in 1950 and were in the top ten percent, everything got better for twenty years automatically. Then, after the late sixties, you went to a good grad school, and you got a good job on Wall Street in the late seventies, and then you hit the boom. Your story has been one of incredible, unrelenting progress for sixty years. Most people who are sixty years old in the U.S.—not their story at all.” The establishment had been coasting for a long time and was out of answers. Its failure pointed to new directions, maybe Marxist, maybe libertarian, along a volatile trajectory that it could no longer control.

We have a wonderful Church organization, but the one place where we may have greater influence than any other is in the homes in which we reside. We have our Sabbath Schools, our Mutual Improvement Associations, our Relief Societies, our Primaries, our Church schools and seminaries. All these institutions are intended to develop the best that is in mankind, but we as parents of children in this Church have no right to place the responsibility upon these organizations to establish faith in the hearts of these children that God has placed in our homes. It is your duty and mine to teach the children that come to our homes.

Do you know what it means to be discontented? It is very difficult to understand discontent, because most of us canalize discontent in a certain direction and thereby smother it. That is, our only concern is to establish ourselves in a secure position with well-established interests and prestige, so as not to be disturbed. It happens in homes and in schools too. The teachers don’t want to be disturbed, and that is why they follow the old routine; because the moment one is really discontented and begins to inquire, to question, there is bound to be disturbance. But it is only through real discontent that one has initiative.

Harry!” he panted, massaging his immense chest beneath his emerald-green silk pajamas. “My dear boy…what a surprise…Minerva, do please explain…Severus…what…?” “Our headmaster is taking a short break,” said Professor McGonagall, pointing at the Snape-shaped hole in the window. “Professor!” Harry shouted, his hands at his forehead. He could see the Inferi-filled lake sliding beneath him, and he felt the ghostly green boat bump into the underground shore, and Voldemort leapt from it with murder in his heart-- “Professor, we’ve got to barricade the school, he’s coming now!” “Very well. He-Who-Must-Not-Be-Named is coming,” she told the other teachers. Sprout and Flitwick gasped; Slughorn let out a low groan. “Potter has work to do in the castle on Dumbledore’s orders. We need to put in place every protection of which we are capable while Potter does what he needs to do.” “You realize, of course, that nothing we do will be able to keep out You-Know-Who indefinitely?” squeaked Flitwick. “But we can hold him up,” said Professor Sprout. “Thank you, Pomona,” said Professor McGonagall, and between the two witches there passed a look of grim understanding. “I suggest we establish basic protection around the place, then gather our students and meet in the Great Hall. Most must be evacuated, though if any of those who are over age wish to stay and fight, I think they ought to be given the chance.” “Agreed,” said Professor Sprout, already hurrying toward the door. “I shall meet you in the Great Hall in twenty minutes with my House.” And as she jogged out of sight, they could hear her muttering, “Tentacula. Devil’s Snare. And Snargaluff pods…yes, I’d like to see the Death Eaters fighting those.

It is said that here we practise free discipline. That's wrong, quite wrong. It would be more correct to say that we are seeking, as best we can, to establish disciplined freedom, that state in which the child feels free to work, play and express himself without fear of those whose job it is to direct and stimulate his efforts into constructive channels. As things are we cannot expect of them high academic effort, but we can take steps to ensure that their limited abilities are exploited to the full." Here he smiled briefly, as if amused by some fleeting, private reflection. "We encourage them to speak up for themselves, no matter what the circumstances or the occasion; this may probably take the form of rudeness at first but gradually, through the influences of the various committees and the student council, we hope they will learn directness without rudeness, and humility without sycophancy. We try to show them a real relationship between themselves and their work, in preparation for the day when they leave school.

There is a mathematical underpinning that you must first acquire, mastery of each mathematical subdiscipline leading you to the threshold of the next. In turn you must learn arithmetic, Euclidian geometry, high school algebra, differential and integral calculus, ordinary and partial differential equations, vector calculus, certain special functions of mathematical physics, matrix algebra, and group theory. For most physics students, this might occupy them from, say, third grade to early graduate school—roughly 15 years. Such a course of study does not actually involve learning any quantum mechanics, but merely establishing the mathematical framework required to approach it deeply.

Where are your free and compulsory schools? Does every one know how to read in the land of Dante and of Michael Angelo? Have you made public schools of your barracks? Have you not, like ourselves, an opulent war-budget and a paltry budget of education? Have not you also that passive obedience which is so easily converted into soldierly obedience? military establishment which pushes the regulations to the extreme of firing upon Garibaldi; that is to say, upon the living honor of Italy? Let us subject your social order to examination, let us take it where it stands and as it stands, let us view its flagrant offences, show me the woman and the child. It is by the amount of protection with which these two feeble creatures are surrounded that the degree of civilization is to be measured. Is prostitution less heartrending in Naples than in Paris? What is the amount of justice springs from your tribunals? Do you chance to be so fortunate as to be ignorant of the meaning of those gloomy words: public prosecution, legal infamy, prison, the scaffold, the executioner, the death penalty? Italians, with you as with us, Beccaria is dead and Farinace is alive. And then, let us scrutinize your state reasons. Have you a government which comprehends the identity of morality and politics? You have reached the point where you grant amnesty to heroes! Something very similar has been done in France. Stay, let us pass miseries in review, let each one contribute in his pile, you are as rich as we. Have you not, like ourselves, two condemnations, religious condemnation pronounced by the priest, and social condemnation decreed by the judge? Oh, great nation of Italy, thou resemblest the great nation of France! Alas! our brothers, you are, like ourselves, Misérables.

In matters of affection, the rules of engagement at Empire High were detailed yet unambiguous, an extension of procedures established in junior high, a set of guidelines that couldn't have been clearer if they'd been posted on the schoolhouse door. If you were a girl and your heart inclined toward a particular boy, you had one of your girlfriends make inquiries from one of that boy's friends. Such contact represented the commencement of a series of complex negotiations, the opening rounds of which were handled by friends. Boy's friend A might report to Girl's friend B that the boy in question considered her a fox, or, if he felt particularly strongly, a major fox. Those experienced in these matters knew that it was wise to proceed cautiously, since too much ardor could delay things for weeks. The girl in question might be in negotiations with other parties, and no boy wanted to be on record as considering a girl a major fox only to discover that she considered him merely cool. Friends had to be instructed carefully about how much emotional currency they could spend, since rogue emotions led to inflation, lessening the value of everyone's feelings. Once a level of affection within the comfort zone of both parties was agreed upon, the principals could then meet for the exchange of mementos - rings, jackets, photos, key chains - to seal the deal, always assuming that seconds had properly represented the lovers to begin with.

The sad truth is that many of us approach the Scriptures more like a textbook than like a love letter. In Western culture in particular, we are predisposed to a certain kind of reading. We have been schooled in an informational reading process that establishes the reader as the master of the text. As the reader, I employ key techniques that allow me to use the text to advance my own purposes. With this kind of reading, the intent is to cover as much ground as possible as quickly as possible. Our emphasis is primarily on mastery, that is, controlling the text for our own ends—gathering information, interpreting or applying the information, proving our point about something, gaining a ministry tool or solving a problem.

During any prolonged activity one tends to forget original intentions. But I believe that, when making a start on A Month in the Country, my idea was to write an easy-going story, a rural idyll along the lines of Thomas Hardy's Under the Greenwood Tree. And, to establish the right tone of voice to tell such a story, I wanted its narrator to look back regretfully across forty or fifty years but, recalling a time irrecoverably lost, still feel a tug at the heart. And I wanted it to ring true. So I set its background up in the North Riding, on the Vale of Mowbray, where my folks had lived for many generations and where, in the plow-horse and candle-to-bed age, I grew up in a household like that of the Ellerbeck family. Novel-writing can be a cold-blooded business. One uses whatever happens to be lying around in memory and employs it to suit one's ends. The visit to the dying girl, a first sermon, the Sunday-school treat, a day in a harvest field and much more happened between the Pennine Moors and the Yorkshire Wolds. But the church in the fields is in Northamptonshire, its churchyard in Norfolk, its vicarage London. All's grist that comes to the mill. Then, again, during the months whilst one is writing about the past, a story is colored by what presently is happening to its writer. So, imperceptibly, the tone of voice changes, original intentions slip away. And I found myself looking through another window at a darker landscape inhabited by neither the present nor the past.

Sir Thomas More, son of Sir John More, a justice of the King's Bench, was born in 1478, in Milk Street, in the city of London. After his earlier education at St. Anthony's School, in Threadneedle Street, he was placed, as a boy, in the household of Cardinal John Morton, Archbishop of Canterbury and Lord Chancellor. It was not unusual for persons of wealth or influence and sons of good families to be so established together in a relation of patron and client. The youth wore his patron's livery, and added to his state. The patron used, afterwards, his wealth or influence in helping his young client forward in the world. Cardinal Morton had been in earlier days that Bishop of Ely whom Richard III. sent to the Tower; was busy afterwards in hostility to Richard; and was a chief adviser of Henry VII., who in 1486 made him Archbishop of Canterbury, and nine months afterwards Lord Chancellor. Cardinal Morton—of talk at whose table there are recollections in "Utopia"—delighted in the quick wit of young Thomas More. He once said, "Whoever shall live to try it, shall see this child here waiting at table prove a notable and rare man.

If anyone knows how fixed the Pulitzers are, it’s the editors at the Times. I was part of a New York Times team that won the Pulitzer for our coverage of global terrorism. I watched the Times rig them year after year. The Times gives a lot of money to the Columbia Journalism School, which oversees the Pulitzers. The committee in return showers the paper with Pulitzers. It may be better now. I don’t know. But when I was at the paper it was disgraceful. One year the Times war correspondent John Burns wasn’t on the short list. The editors had a fit. He not only magically appeared on a new short list but won. Most people don’t get awards because they’re great reporters, look at Thomas Friedman. They get awards because the establishment wants to validate them. I know who makes up these committees.

When we think of an institution, we can usually see it as embodied in a building: the Vatican, the Pentagon, the Sorbonne, the Treasury, the Massachusetts Institute of Technology, the Kremlin, the Supreme Court. What we cannot see, until we become close students of the institution, are the ways in which power is maintained and transferred behind the walls and beneath the domes, the invisible understandings which guarantee that it shall reside in certain hands but not in others, that information shall be transmitted to this one but not to that one, the hidden collusions and connections with other institutions of which it is supposedly independent. When we think of the institution of motherhood, no symbolic architecture comes to mind, no visible embodiment of authority, power, or of potential or actual violence. Motherhood calls to mind the home, and we like to believe that the home is a private place. Perhaps we imagine row upon row of backyards, behind suburban or tenement houses, in each of which a woman hangs out the wash, or runs to pick up a tear-streaked two-year-old; or thousands of kitchens, in each of which children are being fed and sent off to school. Or we think of the house of our childhood, the woman who mothered us, or of ourselves. We do not think of the laws which determine how we got to these places, the penalties imposed on those of us who have tried to live our lives according to a different plan, the art which depicts us in an unnatural serenity or resignation, the medical establishment which has robbed so many women of the act of giving birth, the experts—almost all male—who have told us how, as mothers, we should behave and feel. We do not think of the Marxist intellectuals arguing as to whether we produce “surplus value” in a day of washing clothes, cooking food, and caring for children, or the psychoanalysts who are certain that the work of motherhood suits us by nature. We do not think of the power stolen from us and the power withheld from us, in the name of the institution of motherhood.

The charge that Anarchism is destructive, rather than constructive, and that, therefore, Anarchism is opposed to organization, is one of the many falsehoods spread by our opponents. They confound our present social institutions with organization; hence they fail to understand how we can oppose the former, and yet favor the latter. The fact, however, is that the two are not identical. “The State is commonly regarded as the highest form of organization. But is it in reality a true organization? Is it not rather an arbitrary institution, cunningly imposed upon the masses? “Industry, too, is called an organization; yet nothing is farther from the truth. Industry is the ceaseless piracy of the rich against the poor. “We are asked to believe that the Army is an organization, but a close investigation will show that it is nothing else than a cruel instrument of blind force. “The Public School! The colleges and other institutions of learning, are they not models of organization, offering the people fine opportunities for instruction? Far from it. The school, more than any other institution, is a veritable barrack, where the human mind is drilled and manipulated into submission to various social and moral spooks, and thus fitted to continue our system of exploitation and oppression. “Organization, as WE understand it, however, is a different thing. It is based, primarily, on freedom. It is a natural and voluntary grouping of energies to secure results beneficial to humanity. “It is the harmony of organic growth which produces variety of color and form, the complete whole we admire in the flower. Analogously will the organized activity of free human beings, imbued with the spirit of solidarity, result in the perfection of social harmony, which we call Anarchism. In fact, Anarchism alone makes non-authoritarian organization of common interests possible, since it abolishes the existing antagonism between individuals and classes. “Under present conditions the antagonism of economic and social interests results in relentless war among the social units, and creates an insurmountable obstacle in the way of a co-operative commonwealth. “There is a mistaken notion that organization does not foster individual freedom; that, on the contrary, it means the decay of individuality. In reality, however, the true function of organization is to aid the development and growth of personality. “Just as the animal cells, by mutual co-operation, express their latent powers in formation of the complete organism, so does the individual, by co-operative effort with other individuals, attain his highest form of development. “An organization, in the true sense, cannot result from the combination of mere nonentities. It must be composed of self-conscious, intelligent individualities. Indeed, the total of the possibilities and activities of an organization is represented in the expression of individual energies. “It therefore logically follows that the greater the number of strong, self-conscious personalities in an organization, the less danger of stagnation, and the more intense its life element. “Anarchism asserts the possibility of an organization without discipline, fear, or punishment, and without the pressure of poverty: a new social organism which will make an end to the terrible struggle for the means of existence,—the savage struggle which undermines the finest qualities in man, and ever widens the social abyss. In short, Anarchism strives towards a social organization which will establish well-being for all. “The germ of such an organization can be found in that form of trades unionism which has done away with centralization, bureaucracy, and discipline, and which favors independent and direct action on the part of its members.

Not only had fear been banished from the establishment, not even a remarkable event was able to upset the balance of our little world. That was the absolute proof of our invincibility. We had become so used to living without the unexpected. The moment a dangerous breech opened up in the walls of our world, we turned in on ourselves without ever losing our sense of solidarity as a group, the better to rethink the 'incident'. Only by stripping it of its drama were we able to forget it in the short term, and restore a sense of continuity. Each of us returned to his own task, swathed in that very particular corporate radiation that immunised us against reality. For us teachers, it seemed that the only way of surviving was to rein in our own perspectives as far as possible, day after day, to live as close as we could to our centres.

Mathematics enjoys the greatest reputation as a diversion from sexuality. This had been the very advice to which Jean-Jacques Rousseau was obliged to listen from a lady who was dissatisfied with him: 'Lascia le donne e studia la matematica!' So too our fugitive threw himself with special eagerness into the mathematics and geometry which he was taught at school, till suddenly one day his powers of comprehension were paralysed in the face of some apparently innocent problems. It was possible to establish two of these problems; 'Two bodies come together, one with a speed of ... etc' and 'On a cylinder, the diameter of whose surface is m, describe a cone ... etc' Other people would certainly not have regarded these as very striking allusions to sexual events; but he felt that he had been betrayed by mathematics as well, and took flight from it too.

Do you know what it means to be discontented? It is very difficult to understand discontent, because most of us canalize discontent in a certain direction and thereby smother it. That is, our only concern is to establish ourselves in a secure position with well-established interests and prestige, so as not to be disturbed. It happens in homes and in schools too. The teachers don't want to be disturbed, and that is why they follow the old routine; because the moment one is really discontented and begins to inquire, to question, there is bound to be disturbance. But it is only through real discontent that one has initiative. Do you know what initiative is? You have initiative when you initiate or start something without being prompted. It need not be anything very great or extraordinary - that may come later; but there is the spark of initiative when you plant a tree on your own, when you are spontaneously kind, when you smile at a man who is carrying a heavy load, when you remove a stone from the path, or pat an animal along the way. That is a small beginning of the tremendous initiative you must have if you are to know this extraordinary thing called creativeness. Creativeness has its roots in the initiative which comes into being only when there is deep discontent.

Mrs. Goddard was the mistress of a School--not of a seminary, or an establishment, or any thing which professed, in long sentences of refined nonsense, to combine liberal acquirements with elegant morality, upon new principles and new systems--and where young ladies for enormous pay might be screwed out of health and into vanity--but a real, honest, old-fashioned Boarding-school, where a reasonable quantity of accomplishments were sold at a reasonable price,

Today, partly because many “conservative” schools have borrowed discriminatingly from progressive innovations, we may easily forget how dismal and self-satisfied the older conservative pedagogy often was, how it accepted, or even exploited, the child’s classroom passivity, how much scope it afforded to excessively domineering teachers, how heavily it depended on rote learning. The main strength of progressivism came from its freshness in method. It tried to mobilize the interests of the child, to make good use of his need for activity, to concern the minds of teachers and educators with a more adequate sense of his nature, to set up pedagogical rules that would put the burden on the teacher not to be arbitrarily authoritative, and to develop the child’s capacity for expression as well as his ability to learn. It had the great merit of being experimental in a field in which too many people thought that all the truths had been established.

Effective curriculum, instruction, and assessment can occur without textbooks or technology. New resources can be used in a manner that augments the quality of the curriculum and transforms student learning. Schools and districts that most effectively leverage the acquisition of new materials invest significant time, effort, and energy in establishing the professional skills and strategies, standards, assessments, and curriculum that will be used to drive students' use of those resources.

The effective, identity-safe practices "avoid cues that might instantiate a sense of stereotype threat in students and are, instead, aimed at making everyone in the class feel...as valued and contributive...regardless of their ethnic group or gender." [Dorothy Steele] ...The cohering principle is straightforward: they foster a threat-mitigating narrative about one's susceptibility to being stereotyped in the schooling context. And though no single, one-size-fits-all strategy has evolved, the research offers an expanding set of strategies for doing this: establishing trust through demanding but supportive relationships, fostering hopeful narratives about belonging in the setting, arranging informal cross-group conversations to reveal that one's identity is not the sole cause of one's negative experiences in the setting, representing critical abilities as learnable, and using child-centered teaching techniques. More will be known in the years ahead. But what we know now can make a life-affecting difference for many people in many important places.

The secret of the whole matter is that a habit is not the mere tendency to repeat a certain act, nor is it established by the mere repetition of the act. Habit is a fixed tendency to react or respond in a certain way to a given stimulus; and the formation of habit always involves the two elements, the stimulus and the response or reaction. The indolent lad goes to school not in response to any stimulus in the school itself, but to the pressure of his father's will; when that stimulus is absent, the reaction as a matter of course does not occur.

Over the past few decades, we have developed euphemisms to help us forget how we, as a nation, have segregated African American citizens. We have become embarrassed about saying ghetto, a word that accurately describes a neighborhood where government has not only concentrated a minority but established barriers to its exit. We don’t hesitate to acknowledge that Jews in Eastern Europe were forced to live in ghettos where opportunity was limited and leaving was difficult or impossible. Yet when we encounter similar neighborhoods in this country, we now delicately refer to them as the inner city, yet everyone knows what we mean. (When affluent whites gentrify the same geographic areas, we don’t characterize those whites as inner city families.) Before we became ashamed to admit that the country had circumscribed African Americans in ghettos, analysts of race relations, both African American and white, consistently and accurately used ghetto to describe low-income African American neighborhoods, created by public policy, with a shortage of opportunity, and with barriers to exit. No other term succinctly describes this combination of characteristics, so I use the term as well.† We’ve developed other euphemisms, too, so that polite company doesn’t have to confront our history of racial exclusion. When we consider problems that arise when African Americans are absent in significant numbers from schools that whites attend, we say we seek diversity, not racial integration. When we wish to pretend that the nation did not single out African Americans in a system of segregation specifically aimed at them, we diffuse them as just another people of color. I try to avoid such phrases.

Religion and Higher Learning.—Religious motives entered into the establishment of colleges as well as local schools. Harvard, founded in 1636, and Yale, opened in 1718, were intended primarily to train "learned and godly ministers" for the Puritan churches of New England. To the far North, Dartmouth, chartered in 1769, was designed first as a mission to the Indians and then as a college for the sons of New England farmers preparing to preach, teach, or practice law. The College of New Jersey, organized in 1746 and removed to Princeton eleven years later, was sustained by the Presbyterians.

Looking at the works of art that are considered worthy of preservation in our Museums, and that were once the common objects of the market place, I could not but realise that a society can only be considered truly civilised when it is possible for every man to earn his living by the very work he would rather be doing than anything else in the world, a condition that has only been attained in social orders integrated on the basis of vocation, "svadharma". At the same time I should like to emphasis that I have never built up a philosophy of my own or wished to establish a new school of thought. Perhaps the greatest thing I have learnt is never to think for myself; I fully agree with Andre Gide that "Toutes choses sont dites deja", and what I have sought is to understand what has been said, while taking no account of the "inferior philosophers". Holding with Heraclitus that the Word is common to all, and that Wisdom is to know the Will whereby all things are steered, I am convinced with Jeremias that the human cultures in all their apparent diversity are but the dialects of one and the same language of the spirit, that there is a "common universe of discourse" transcending the differences of tongues".

A common and depressing assumption on the part of many college students is that they must stay on the academic rails until they are professionally established—go directly to grad school from college and directly from grad school to a job, as if there were some big rush and even a few years lost would put them catastrophically behind everyone else. Nonsense. Suppose you intend to retire at sixty-five. If you don’t start your career until you’re thirty, that still gives you thirty-five years to make it professionally. If you can’t make it in thirty-five years, you weren’t going to make it in forty or forty-five.

In 1938 the biological warfare establishment Unit 731 had been set up outside Harbin in Manchukuo, under the auspices of the Kwantung Army. This huge complex, presided over by General Ishii Shir, eventually employed a core staff of 3,000 scientists and doctors from universities and medical schools in Japan, and a total of 20,000 personnel in the subsidiary establishments. They prepared weapons to spread black plague, typhoid, anthrax and cholera, and tested them on more than 3,000 Chinese prisoners. They also carried out anthrax, mustard-gas and frostbite experiments on their victims, whom they referred to as maruta or ‘logs’.

The problem in both cases can be attributed to poor connections between the greenfield and the mainstream. Indeed, when people operate in silos, companies may miss innovation opportunities altogether. Game-changing innovations often cut across established channels or combine elements of existing capacity in new ways. CBS was once the world’s largest broadcaster and owned the world’s largest record company, yet it failed to invent music video, losing this opportunity to MTV. In the late 1990s, Gillette had a toothbrush unit (Oral B), an appliance unit (Braun), and a battery unit (Duracell), but lagged in introducing a battery-powered toothbrush.

Before leaving the earth altogether, let us as: How does Music stand with respect to its instruments, their pitches, the scales, modes and rows, repeating themselves from octave to octave, the chords, harmonies, and tonalities, the beats, meters, and rhythms, the degrees of amplitude (pianissimo, piano, mezzo-piano, mezzo-forte, forte, fortissimo)? Though the majority go each day to the schools where these matters are taught, they read when time permits of Cape Canaveral, Ghana, and Seoul. And they’ve heard tell of the music synthesizer, magnetic tape. They take for granted the dials on radios and television sets. A tardy art, the art of Music. And why so slow? Is it because, once having learned a notation of pitches and durations, musicians will not give up their Greek? Children have been modern artists for years now. What is it about Music that sends not only the young but adults too as far into the past as they can conveniently go? The module? But our choices never reached around the globe, and in our laziness, when we changed over to the twelve-tone system, we just took the pitches of the previous music as though we were moving into a furnished apartment and had no time to even take the pictures off the walls. What excuse? That nowadays things are happening so quickly that we become thoughtless? Or were we clairvoyant and knew ahead of time that the need for furniture of any kind would disappear? (Whatever you place there in front of you sits established in the air.) The thing that was irrelevant to the structures we formerly made, and this was what kept us breathing, was what took place within them. Their emptiness we took for what it was – a place where anything could happen. That was one of the reasons we were able when circumstances became inviting (chances in consciousness, etc.) to go outside, where breathing is child’s play: no walls, not even the glass ones which, though we could see through them, killed the birds while they were flying.

Countries measured their success by the size of their territory, the increase in their population and the growth of their GDP – not by the happiness of their citizens. Industrialised nations such as Germany, France and Japan established gigantic systems of education, health and welfare, yet these systems were aimed to strengthen the nation rather than ensure individual well-being. Schools were founded to produce skilful and obedient citizens who would serve the nation loyally. At eighteen, youths needed to be not only patriotic but also literate, so that they could read the brigadier’s order of the day and draw up tomorrow’s battle plans. They had to know mathematics in order to calculate the shell’s trajectory or crack the enemy’s secret code. They needed a reasonable command of electrics, mechanics and medicine in order to operate wireless sets, drive tanks and take care of wounded comrades. When they left the army they were expected to serve the nation as clerks, teachers and engineers, building a modern economy and paying lots of taxes. The same went for the health system. At the end of the nineteenth century countries such as France, Germany and Japan began providing free health care for the masses. They financed vaccinations for infants, balanced diets for children and physical education for teenagers. They drained festering swamps, exterminated mosquitoes and built centralised sewage systems. The aim wasn’t to make people happy, but to make the nation stronger. The country needed sturdy soldiers and workers, healthy women who would give birth to more soldiers and workers, and bureaucrats who came to the office punctually at 8 a.m. instead of lying sick at home. Even the welfare system was originally planned in the interest of the nation rather than of needy individuals. When Otto von Bismarck pioneered state pensions and social security in late nineteenth-century Germany, his chief aim was to ensure the loyalty of the citizens rather than to increase their well-being. You fought for your country when you were eighteen, and paid your taxes when you were forty, because you counted on the state to take care of you when you were seventy.30 In 1776 the Founding Fathers of the United States established the right to the pursuit of happiness as one of three unalienable human rights, alongside the right to life and the right to liberty. It’s important to note, however, that the American Declaration of Independence guaranteed the right to the pursuit of happiness, not the right to happiness itself. Crucially, Thomas Jefferson did not make the state responsible for its citizens’ happiness. Rather, he sought only to limit the power of the state.

The prophet died in the year 632 of our own approximate calendar. The first account of his life was set down a full hundred and twenty years later by Ibn Ishaq, whose original was lost and can only be consulted through its reworked form, authored by Ibn Hisham, who died in 834. Adding to this hearsay and obscurity, there is no agreed-upon account of how the Prophet’s followers assembled the Koran, or of how his various sayings (some of them written down by secretaries) became codified. And this familiar problem is further complicated—even more than in the Christian case—by the matter of succession. Unlike Jesus, who apparently undertook to return to earth very soon and who (pace the absurd Dan Brown) left no known descendants, Muhammad was a general and a politician and—though unlike Alexander of Macedonia a prolific father—left no instruction as to who was to take up his mantle. Quarrels over the leadership began almost as soon as he died, and so Islam had its first major schism—between the Sunni and the Shia—before it had even established itself as a system. We need take no side in the schism, except to point out that one at least of the schools of interpretation must be quite mistaken. And the initial identification of Islam with an earthly caliphate, made up of disputatious contenders for the said mantle, marked it from the very beginning as man-made.

If the Negro was to learn, he must teach himself, and the most effective help that could be given him was the establishment of schools to train Negro teachers. This conclusion was slowly but surely reached by every student of the situation until simultaneously, in widely separated regions, without consultation or systematic plan, there arose a series of institutions designed to furnish teachers for the untaught. Above the sneers of critics at the obvious defects of this procedure must ever stand its one crushing rejoinder: in a single generation they put thirty thousand black teachers in the South; they wiped out the illiteracy of the majority of the black people of the land, and they made Tuskegee possible.

Many Ottomans of this period viewed life as a perennial tug-of-war between modernity and tradition. In several important ways, Salonica tilted toward the former. The city sported bustling Western-style cafés serving Viennese beer; literary clubs hosting philosophical debates; theaters staging dramas, comedies, and operettas; numerous institutions of learning; and a sizable and vibrant European community. Altogether, Salonica had undergone a major transformation during the reform era and had begun to look like a Western European city. The Muslim community, and especially its progressive Dönme component, had established the most advanced schools in the empire. Young Mustafa, who had ample opportunity to contrast the old and the new, chose to embrace modernity wholeheartedly.

If government had declined to build racially separate public housing in cities where segregation hadn’t previously taken root, and instead had scattered integrated developments throughout the community, those cities might have developed in a less racially toxic fashion, with fewer desperate ghettos and more diverse suburbs. If the federal government had not urged suburbs to adopt exclusionary zoning laws, white flight would have been minimized because there would have been fewer racially exclusive suburbs to which frightened homeowners could flee. If the government had told developers that they could have FHA guarantees only if the homes they built were open to all, integrated working-class suburbs would likely have matured with both African Americans and whites sharing the benefits. If state courts had not blessed private discrimination by ordering the eviction of African American homeowners in neighborhoods where association rules and restrictive covenants barred their residence, middle-class African Americans would have been able gradually to integrate previously white communities as they developed the financial means to do so. If churches, universities, and hospitals had faced loss of tax-exempt status for their promotion of restrictive covenants, they most likely would have refrained from such activity. If police had arrested, rather than encouraged, leaders of mob violence when African Americans moved into previously white neighborhoods, racial transitions would have been smoother. If state real estate commissions had denied licenses to brokers who claimed an “ethical” obligation to impose segregation, those brokers might have guided the evolution of interracial neighborhoods. If school boards had not placed schools and drawn attendance boundaries to ensure the separation of black and white pupils, families might not have had to relocate to have access to education for their children. If federal and state highway planners had not used urban interstates to demolish African American neighborhoods and force their residents deeper into urban ghettos, black impoverishment would have lessened, and some displaced families might have accumulated the resources to improve their housing and its location. If government had given African Americans the same labor-market rights that other citizens enjoyed, African American working-class families would not have been trapped in lower-income minority communities, from lack of funds to live elsewhere. If the federal government had not exploited the racial boundaries it had created in metropolitan areas, by spending billions on tax breaks for single-family suburban homeowners, while failing to spend adequate funds on transportation networks that could bring African Americans to job opportunities, the inequality on which segregation feeds would have diminished. If federal programs were not, even to this day, reinforcing racial isolation by disproportionately directing low-income African Americans who receive housing assistance into the segregated neighborhoods that government had previously established, we might see many more inclusive communities. Undoing the effects of de jure segregation will be incomparably difficult. To make a start, we will first have to contemplate what we have collectively done and, on behalf of our government, accept responsibility.

The leftist is always a statist. He has all sorts of grievances and animosities against personal initiative and private enterprise. The notion of the state doing everything (until, finally, it replaces all private existence) is the Great Leftist Dream. Thus it is a leftist tendency to have city or state schools—or to have a ministry of education controlling all aspects of education. For example, there is the famous story of the French Minister of Education who pulls out his watch and, glancing at its face, says to his visitor, “At this moment in 5,431 public elementary schools they are writing an essay on the joys of winter.” Church schools, parochial schools, private schools, or personal tutors are not at all in keeping with leftist sentiments. The reasons for this attitude are manifold. Here not only is the delight in statism involved, but the idea of uniformity and equality is also decisive; i.e., the notion that social differences in education should be eliminated and all pupils should be given a chance to acquire the same knowledge, the same type of information in the same fashion and to the same degree. This should help them to think in identical or at least in similar ways. It is only natural that this should be especially true of countries where “democratism” as an ism is being pushed. There efforts will be made to ignore the differences in IQs and in personal efforts. Sometimes marks and report cards will be eliminated and promotion from one grade to the next be made automatic. It is obvious that from a scholastic viewpoint this has disastrous results, but to a true ideologist this hardly matters. When informed that the facts did not tally with his ideas, Hegel once severely replied, “Um so schlimmer für die Tatsachen”—all the worse for the facts. Leftism does not like religion for a variety of causes. Its ideologies, its omnipotent, all-permeating state wants undivided allegiance. With religion at least one other allegiance (to God), if not also allegiance to a Church, is interposed. In dealing with organized religion, leftism knows of two widely divergent procedures. One is a form of separation of Church and State which eliminates religion from the marketplace and tries to atrophy it by not permitting it to exist anywhere outside the sacred precincts. The other is the transformation of the Church into a fully state-controlled establishment. Under these circumstances the Church is asphyxiated, not starved to death. The Nazis and the Soviets used the former method; Czechoslovakia still employs the latter.

Teachers in general face common problems of practice. Their professional success depends on their ability to motivate an involuntary group of students to learn what the teacher is teaching. In an effort to accomplish this, teachers invest heavily in developing a teaching persona that enables them to establish a relationship with students and lure them to learn. Once they have worked out a personal approach for managing the instruction of students within the walls of their classroom, they are likely to resist vigorously any effort by reformers or administrators or any other intruders to transform their approach to teaching. Teacher resistance to fundamental instructional reform is grounded in a deep personal investment in the way they teach and a sense that tinkering with this approach could threaten their very ability to manage a class (much less teach a particular curriculum) effectively.

I then came to understand, quickly and thoroughly, what I had never been aware of before. It was the following: The question of 'nationalizing' a people is first and foremost one of establishing healthy social conditions which will furnish the grounds that are necessary for the education of the individual. For only when family upbringing and school education have inculcated in the individual a knowledge of the cultural and economic and, above all, the political greatness of his own country—then, and then only, will it be possible for him to feel proud of being a citizen of such a country. I can fight only for something that I love. I can love only what I respect. And in order to respect a thing I must at least have some knowledge of it. As soon as my interest in social questions was once awakened I began to study them in a fundamental way. A new and hitherto unknown world was thus revealed to me. In the years 1909-10 I had so far improved my, position that I no longer had to earn my daily bread as a manual labourer.

It astounds me that the media is ignoring Noriega’s extensive ties into this country, from his education at the School of the Americas4 to his well known involvement with Bush and the CIA in the cocaine business. Can’t people see that this so-called War on Drugs is no more than the CIA eliminating their competition while they take over the industry worldwide?” I paused to reflect. “If people don’t wake up soon, we’ll have a drug lord running this country.” “We already do,” Billy said, unjamming his stapling machine. I laughed. “I’m referring to Bill Clinton. In 1984, I was at the Swiss Villa Amphitheater in Lampe Missouri5 where Bush and Clinton were talking about their New World Order. Bush was really pleased with how well Clinton’s Mena cocaine operation was funding the New World Order effort, and he assured Clinton he would be rewarded politically. In those days, the groundwork for NAFTA6 was established to open the border to ‘free trade of drugs to equalize our economies,’ and Clinton was right there in the midst of it all. It was already determined that Bush would be put in the office of President at the same time Salinas was put in as President of Mexico so they could usher in NAFTA.

Harry!” he panted, massaging his immense chest beneath his emerald-green silk pajamas. “My dear boy…what a surprise…Minerva, do please explain…Severus…what…?” “Our headmaster is taking a short break,” said Professor McGonagall, pointing at the Snape-shaped hole in the window. “Professor!” Harry shouted, his hands at his forehead. He could see the Inferi-filled lake sliding beneath him, and he felt the ghostly green boat bump into the underground shore, and Voldemort leapt from it with murder in his heart-- “Professor, we’ve got to barricade the school, he’s coming now!” “Very well. He-Who-Must-Not-Be-Named is coming,” she told the other teachers. Sprout and Flitwick gasped; Slughorn let out a low groan. “Potter has work to do in the castle on Dumbledore’s orders. We need to put in place every protection of which we are capable while Potter does what he needs to do.” “You realize, of course, that nothing we do will be able to keep out You-Know-Who indefinitely?” squeaked Flitwick. “But we can hold him up,” said Professor Sprout. “Thank you, Pomona,” said Professor McGonagall, and between the two witches there passed a look of grim understanding. “I suggest we establish basic protection around the place, then gather our students and meet in the Great Hall. Most must be evacuated, though if any of those who are over age wish to stay and fight, I think they ought to be given the chance.” “Agreed,” said Professor Sprout, already hurrying toward the door. “I shall meet you in the Great Hall in twenty minutes with my House.” And as she jogged out of sight, they could hear her muttering, “Tentacula. Devil’s Snare. And Snargaluff pods…yes, I’d like to see the Death Eaters fighting those.” “I can act from here,” said Flitwick, and although he could barely see out of it, he pointed his wand through the smashed window and started muttering incantations of great complexity. Harry heard a weird rushing noise, as though Flitwick had unleashed the power of the wind into the grounds. “Professor,” Harry said, approaching the little Charms master, “Professor, I’m sorry to interrupt, but this is important. Have you got any idea where the diadem of Ravenclaw is?” “--Protego Horribilis--the diadem of Ravenclaw?” squeaked Flitwick. “A little extra wisdom never goes amiss, Potter, but I hardly think it would be much use in this situation!” “I only meant--do you know where it is? Have you ever seen it?” “Seen it? Nobody has seen it in living memory! Long since lost, boy!” Harry felt a mixture of desperate disappointment and panic. What, then, was the Horcrux?

The 1950s and 1960s: philosophy, psychology, myth There was considerable critical interest in Woolf ’s life and work in this period, fuelled by the publication of selected extracts from her diaries, in A Writer’s Diary (1953), and in part by J. K. Johnstone’s The Bloomsbury Group (1954). The main critical impetus was to establish a sense of a unifying aesthetic mode in Woolf ’s writing, and in her works as a whole, whether through philosophy, psychoanalysis, formal aesthetics, or mythopoeisis. James Hafley identified a cosmic philosophy in his detailed analysis of her fiction, The Glass Roof: Virginia Woolf as Novelist (1954), and offered a complex account of her symbolism. Woolf featured in the influential The English Novel: A Short Critical History (1954) by Walter Allen who, with antique chauvinism, describes the Woolfian ‘moment’ in terms of ‘short, sharp female gasps of ecstasy, an impression intensified by Mrs Woolf ’s use of the semi-colon where the comma is ordinarily enough’. Psychological and Freudian interpretations were also emerging at this time, such as Joseph Blotner’s 1956 study of mythic patterns in To the Lighthouse, an essay that draws on Freud, Jung and the myth of Persephone.4 And there were studies of Bergsonian writing that made much of Woolf, such as Shiv Kumar’s Bergson and the Stream of Consciousness Novel (1962). The most important work of this period was by the French critic Jean Guiguet. His Virginia Woolf and Her Works (1962); translated by Jean Stewart, 1965) was the first full-length study ofWoolf ’s oeuvre, and it stood for a long time as the standard work of critical reference in Woolf studies. Guiguet draws on the existentialism of Jean-Paul Sartre to put forward a philosophical reading of Woolf; and he also introduces a psychobiographical dimension in the non-self.’ This existentialist approach did not foreground Woolf ’s feminism, either. his heavy use of extracts from A Writer’s Diary. He lays great emphasis on subjectivism in Woolf ’s writing, and draws attention to her interest in the subjective experience of ‘the moment.’ Despite his philosophical apparatus, Guiguet refuses to categorise Woolf in terms of any one school, and insists that Woolf has indeed ‘no pretensions to abstract thought: her domain is life, not ideology’. Her avoidance of conventional character makes Woolf for him a ‘purely psychological’ writer.5 Guiguet set a trend against materialist and historicist readings ofWoolf by his insistence on the primacy of the subjective and the psychological: ‘To exist, for Virginia Woolf, meant experiencing that dizziness on the ridge between two abysses of the unknown, the self and

The information flood has also brought enormous benefits to science. The public has a distorted view of science because children are taught in school that science is a collection of firmly established truths. In fact, science is not a collection of truths. It is a continuing exploration of mysteries. Wherever we go exploring in the world around us, we find mysteries. Our planet is covered by continents and oceans whose origin we cannot explain. Our atmosphere is constantly stirred by poorly understood disturbances that we call weather and climate. The visible matter in the universe is outweighed by a much larger quantity of dark invisible matter that we do not understand at all. The origin of life is a total mystery, and so is the existence of human consciousness. We have no clear idea how the electrical discharges occurring in nerve cells in our brains are connected with our feelings and desires and actions. Even physics, the most exact and most firmly established branch of science, is still full of mysteries. We do not know how much of Shannon’s theory of information will remain valid when quantum devices replace classical electric circuits as the carriers of information. Quantum devices may be made of single atoms or microscopic magnetic circuits. All that we know for sure is that they can theoretically do certain jobs that are beyond the reach of classical devices. Quantum computing is still an unexplored mystery on the frontier of information theory. Science is the sum total of a great multitude of mysteries. It is an unending argument between a great multitude of voices. Science resembles Wikipedia much more than it resembles the Encyclopaedia Britannica.

(6) Doubt about new schools. Is this not all a pipe dream? Private schools now are almost all either parochial schools or elite academies. Will the effect of the voucher plan simply be to subsidize these, while leaving the bulk of the slum dwellers in inferior public schools? What reason is there to suppose that alternatives will really arise? The reason is that a market would develop where it does not exist today. Cities, states, and the federal government today spend close to $100 billion a year on elementary and secondary schools. That sum is a third larger than the total amount spent annually in restaurants and bars for food and liquor. The smaller sum surely provides an ample variety of restaurants and bars for people in every class and place. The larger sum, or even a fraction of it, would provide an ample variety of schools. It would open a vast market that could attract many entrants, both from public schools and from other occupations. In the course of talking to various groups about vouchers, we have been impressed by the number of persons who said something like, "I have always wanted to teach [or run a school] but I couldn't stand the educational bureaucracy, red tape, and general ossification of the public schools. Under your plan, I'd like to try my hand at starting a school." Many of the new schools would be established by nonprofit groups. Others would be established for profit. There is no way of predicting the ultimate composition of the school industry. That would be determined by competition. The one prediction that can be made is that only those schools that satisfy their customers will survive—just as only those restaurants and bars that satisfy their customers survive. Competition would see to that.

Dr. Lydia Ciarallo in the Department of Pediatrics, Brown University School of Medicine, treated thirty-one asthma patients ages six to eighteen who were deteriorating on conventional treatments. One group was given magnesium sulfate and another group was given saline solution, both intravenously. At fifty minutes the magnesium group had a significantly greater percentage of improvement in lung function, and more magnesium patients than placebo patients were discharged from the emergency department and did not need hospitalization.4 Another study showed a correlation between intracellular magnesium levels and airway spasm. The investigators found that patients who had low cellular magnesium levels had increased bronchial spasm. This finding confirmed not only that magnesium was useful in the treatment of asthma by dilating the bronchial tubes but that lack of magnesium was probably a cause of this condition.5 A team of researchers identified magnesium deficiency as surprisingly common, finding it in 65 percent of an intensive-care population of asthmatics and in 11 percent of an outpatient asthma population. They supported the use of magnesium to help prevent asthma attacks. Magnesium has several antiasthmatic actions. As a calcium antagonist, it relaxes airways and smooth muscles and dilates the lungs. It also reduces airway inflammation, inhibits chemicals that cause spasm, and increases anti-inflammatory substances such as nitric oxide.6 The same study established that a lower dietary magnesium intake was associated with impaired lung function, bronchial hyperreactivity, and an increased risk of wheezing. The study included 2,633 randomly selected adults ages eighteen to seventy. Dietary magnesium intake was calculated by a food frequency questionnaire, and lung function and allergic tendency were evaluated. The investigators concluded that low magnesium intake may be involved in the development of both asthma and chronic obstructive airway disease.

In Healing the Masculine Soul, Dalbey introduced themes that would animate what soon became a cottage industry of books on Christian masculinity. First and foremost, Dalbey looked to the Vietnam War as the source of masculine identity. The son of a naval officer, Dalbey described how the image of the war hero served as his blueprint for manhood. He’d grown up playing “sandlot soldier” in his white suburban neighborhood, and he’d learned to march in military drills and fire a rifle in his Boy Scout “patrol.” Fascinated with John Wayne’s WWII movies, he imagined war “only as a glorious adventure in manhood.” As he got older, he “passed beyond simply admiring the war hero to desiring a war” in which to demonstrate his manhood. 20 By the time he came of age, however, he’d become sidetracked. Instead of demonstrating his manhood on the battlefields of Vietnam, he became “part of a generation of men who actively rejected our childhood macho image of manhood—which seemed to us the cornerstone of racism, sexism, and militarism.” Exhorted to make love, not war, he became “an enthusiastic supporter of civil rights, women’s liberation, and the antiwar movement,” and he joined the Peace Corps in Africa. But in opting out of the military he would discover that “something required of manhood seemed to have been bypassed, overlooked, even dodged.” Left “confused and frustrated,” Dalbey eventually conceded that “manhood requires the warrior.” 21 Dalbey agreed with Bly that an unbalanced masculinity had led to the nation’s “unbalanced pursuit” of the Vietnam War, but an over-correction had resulted in a different problem: Having rejected war making as a model of masculine strength, men had essentially abdicated that strength to women. As far as Dalbey was concerned, the 1970s offered no viable model of manhood to supplant “the boyhood image in our hearts,” and his generation had ended up rejecting manhood itself. If the warrior spirit was indeed intrinsic to males, then attempts to eliminate the warrior image were “intrinsically emasculating.” Women were “crying out” for men to recover their manly strength, Dalbey insisted. They were begging men to toughen up and take charge, longing for a prince who was strong and bold enough to restore their “authentic femininity.” 22 Unfortunately, the church was part of the problem. Failing to present the true Jesus, it instead depicted him “as a meek and gentle milk-toast character”—a man who never could have inspired “brawny fishermen like Peter to follow him.” It was time to replace this “Sunday school Jesus” with a warrior Jesus. Citing “significant parallels” between serving Christ and serving in the military, Dalbey suggested that a “redeemed image of the warrior” could reinvigorate the church’s ministry to men: “What if we told men up front that to join the church of Jesus Christ is . . . to enlist in God’s army and to place their lives on the line? This approach would be based on the warrior spirit in every man, and so would offer the greatest hope for restoring authentic Christian manhood to the Body of Christ.” Writing before the Gulf War had restored faith in American power and the strength of the military, Dalbey’s preoccupation with Vietnam is understandable, yet the pattern he established would endure long after an easy victory in the latter conflict supposedly brought an end to “Vietnam syndrome.” American evangelicals would continue to be haunted by Vietnam. 23

Democracy, the apple of the eye of modern western society, flies the flag of equality, tolerance, and the right of its weaker members to defense and protection. The flag bearers for children's rights adhere to these same values. But should democracy bring about the invalidation of parental authority? Does democracy mean total freedom for children? Is it possible that in the name of democracy, parents are no longer allowed to say no to their children or to punish them? The belief that punishment is harmful to children has long been a part of our culture. It affects each and every one of us and penetrates our awareness via the movies we see and the books we read. It is a concept that has become a kingpin of modern society and helps form the media's attitudes toward parenting, as well as influencing legislation and courtroom decisions. In recent years, the children's rights movement has enjoyed enormous momentum and among the current generation, this movement has become pivotal and is stronger than ever before. Educational systems are embracing psychological concepts in which stern approaches and firm discipline during childhood are said to create emotional problems in adulthood, and liberal concepts have become the order of the day. To prevent parents from abusing their children, the public is constantly being bombarded by messages of clemency and boundless consideration; effectively, children should be forgiven, parents should be understanding, and punishment should be avoided. Out of a desire to protect children from all hardship and unpleasantness, parental authority has become enfeebled and boundaries have been blurred. Nonetheless, at the same time society has seen a worrying rise in violence, from domestic violence to violence at school and on the streets. Sweden, a pioneer in enacting legislation that limits parental authority, is now experiencing a dramatic rise in child and youth violence. The country's lawyers and academics, who have established a committee for human rights, are now protesting that while Swedish children are protected against light physical punishment from their parents (e.g., being spanked on the bottom), they are exposed to much more serious violence from their peers. The committee's position is supported by statistics that indicate a dramatic rise in attacks on children and youths by their peers over the years since the law went into effect (9-1). Is it conceivable, therefore, that a connection exists between legislation that forbids across-the-board physical punishment and a rise in youth violence? We believe so! In Israel, where physical punishment has been forbidden since 2000 (9-2), there has also been a steady and sharp rise in youth violence, which bears an obvious connection to reduced parental authority. Children and adults are subjected to vicious beatings and even murder at the hands of violent youths, while parents, who should by nature be responsible for setting boundaries for their children, are denied the right to do so properly, as they are weakened by the authority of the law. Parents are constantly under suspicion, and the fear that they may act in a punitive manner toward their wayward children has paralyzed them and led to the almost complete transfer of their power into the hands of law-enforcement authorities. Is this what we had hoped for? Are the indifferent and hesitant law-enforcement authorities a suitable substitute for concerned and caring parents? We are well aware of the fact that law-enforcement authorities are not always able to effectively do their jobs, which, in turn, leads to the crumbling of society.